IBRD only | Literacy rate, youth total (% of people ages 15-24)

Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life. Development relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role. Limitations and exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously. Statistical concept and methodology: Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.
Publisher
The World Bank
Origin
IBRD only
Records
63
Source
IBRD only | Literacy rate, youth total (% of people ages 15-24)
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975 76.29833984
1976 76.34332275
1977 76.59371185
1978 77.43434143
1979 78.35600281
1980 79.11118317
1981 79.79483032
1982 80.45082092
1983 81.0083313
1984 81.69074249
1985 82.28845215
1986 82.86759949
1987 83.75744629
1988 84.4490509
1989 84.82312775
1990 85.26467133
1991 85.67240906
1992 86.09615326
1993 86.38735962
1994 86.73735046
1995 87.13648224
1996 87.49562073
1997 88.72232056
1998 89.75285339
1999 90.07122803
2000 90.40872955
2001 90.78810883
2002 91.19937134
2003 91.74179077
2004 92.11873627
2005 92.4797287
2006 92.6192627
2007 93.30564117
2008 93.80696106
2009 93.88613892
2010 93.8925705
2011 94.17658997
2012 94.79695892
2013 94.80304718
2014 95.4464798
2015 95.35574341
2016 95.79364777
2017 95.98625183
2018 95.76016998
2019 97.01435089
2020 97.19741821
2021 97.3638916
2022 97.55696869

IBRD only | Literacy rate, youth total (% of people ages 15-24)

Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life. Development relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role. Limitations and exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously. Statistical concept and methodology: Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org.
Publisher
The World Bank
Origin
IBRD only
Records
63
Source